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INVESTIGATING THE EFFECTIVENESS OF INDIRECT TEACHING APPROACHES IN TEACHING DANCE IN PHYSICAL EDUCATION
Abstract:
This study aims to investigate the effectiveness of indirect teaching approaches in teaching dance within the context of physical education. Traditional direct teaching methods in dance instruction often emphasize explicit instruction and prescriptive techniques. In contrast, indirect teaching approaches focus on creating a student-centered learning environment that fosters creativity, exploration, and self-expression.
The study employs a mixed-methods research design, combining quantitative and qualitative data collection methods. A sample of physical education classes in secondary schools will be selected, and two groups will be formed: an experimental group receiving indirect teaching approaches, and a control group receiving traditional direct teaching methods. The dance curriculum will be standardized for both groups, ensuring comparable instructional content.
Quantitative data will be gathered through pre- and post-tests to measure students’ dance skill development, self-efficacy, and motivation. The control group will receive standardized assessments aligned with traditional teaching methods, while the experimental group will undergo assessments that capture the creative and expressive aspects of dance.
Qualitative data will be collected through classroom observations, interviews, and reflective journals to gain insights into students’ experiences, perceptions, and engagement during the dance lessons. The researcher will use a thematic analysis approach to identify emerging themes and patterns in the qualitative data.
The study hypothesizes that students exposed to indirect teaching approaches will demonstrate enhanced dance skill development, increased self-efficacy, and higher motivation compared to those taught through direct teaching methods. It is expected that the experimental group will exhibit greater creativity, exploration, and self-expression in their dance performances.
The findings of this study will contribute to the existing literature on teaching dance in physical education, specifically highlighting the potential benefits of indirect teaching approaches. The results may inform educators and curriculum developers about effective instructional strategies that promote student engagement and foster holistic development through dance education. Ultimately, the study aims to enhance the quality of dance instruction in physical education and provide valuable insights for educational practice.
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